| Description |
1 online resource (xv, 239 pages) : illustrations |
| Series |
Sustainable Development Goals Series |
|
Sustainable development goals series.
|
| Contents |
Intro -- Preface -- Rationale -- Contents -- Contributors -- About the Editors -- Part I: Understanding Inclusion in Education -- Exclusion, Diversity and Inclusion -- 1 Introduction -- 2 A School for all -- 2.1 Understanding 'Exclusion' and 'Diversity' Leads to Better 'Inclusion' -- 3 Changing Classrooms to Become Inclusive -- 3.1 Recognition of Learner Diversity -- 4 Conclusion -- 4.1 A Long, Arduous and Challenging of Inclusive Education Journey -- References -- Inclusion in Early Childhood Care and Education: A Participatory Action - Learning and Action Research Perspective |
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1 Introduction -- 2 Understanding Inclusion -- 3 An Inclusive Pedagogy in ECCE -- 4 Theoretical Framework -- 5 Methodology -- 6 Findings -- 6.1 Participatory Pedagogy Challenges Traditional Rote Learning -- 6.2 Culturally Responsive Teaching Challenges a Eurocentric Learning Environment -- 6.3 An Inclusive Play-Based Pedagogy Challenges 'Schoolification' -- 7 Discussion -- 8 Summary and Conclusion -- References -- Inclusion in Early Childhood Education: A Sense-Making Perspective -- 1 Introduction -- 2 Sense-Making Theory -- 3 Inclusion in Education -- 4 Method of Review |
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5 Teachers' Sense-Making of Inclusion in ECE -- 6 Principles of Inclusion for Children with Disabilities in ECE -- 7 The Value of Inclusion in Early Childhood Education -- 8 Impediments (Barriers) to Inclusion in ECE -- 8.1 Special Educational Needs as Impediment in Inclusion -- 8.2 Attitudinal Impediments -- 8.2.1 Discrimination and Social Exclusion -- 8.2.2 Peer Influence -- 8.2.3 Regular Teachers' Attitudes -- 8.3 Schools as Impediments -- 8.3.1 Acceptance -- 8.3.2 Accessibility -- 8.3.3 Classroom Size -- 8.4 Untrained Teachers -- 8.5 Constraints in Respect of Resources |
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9 Sense-Making: A Pedagogical Approach to Inclusion ECE -- 10 Teachers' Deportment Towards Inclusion in ECE -- 11 Sense-Making of Substratum (Support) for Children with Disabilities -- 12 Conclusion -- References -- Inclusion in Teaching and Learning: An Adult Education Perspective -- 1 Introduction -- 2 Problem Statement -- 3 Literature Review -- 3.1 Conceptualising of Inclusive Education, Lifelong Learning and Adult Education -- 3.2 Understanding Adult Teaching and Learning -- 4 Methodology -- 4.1 Research Approach -- 4.2 Research Design -- 4.3 Selection of Participants |
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4.4 Data Collection -- 4.4.1 Data Analysis -- 5 Trustworthiness of the Study -- 6 Findings -- 6.1 Recognition of Diversity -- 6.2 Totality of Beliefs, Values and Attitudes -- 6.3 Collaborative Culture -- 6.4 Role of Learners in Teaching -- 6.5 Pedagogical Choices by Teachers -- 6.6 Non-segregating or Non-discriminatory Approach -- 6.7 Equitable Planning for Inclusive Education -- 6.8 Enhancing Learner Participation -- 6.9 Curriculum Delivery -- 6.10 Class Interaction and Communication -- 6.11 Use of Teaching Resources and Media -- 6.12 Assessment of Adult Learners |
| Summary |
This book reflects on more than two decades of adoption practices of inclusive education policy in Southern Africa. It is aimed at taking stock of the successes, challenges and achievements during this journey of making education inclusive and equitable. It responds to the educational needs of learners at all levels, regardless of their diverse needs, such as disability, gender, socio-economic status, race, ethnicity and language background. This book furthers the understanding and conceptualization of the notion of inclusion in education, and explores the challenges experienced during the operationalization and implementation of the process. It extends debates spawned by international and national policy mandates that sought to transcend exclusionary educational practices in order to realize inclusive societies and, by implication, inclusive classrooms. It offers a comprehensive conceptual framework for inclusive education in the Southern African context while drawing parallels from the regional and international experience. This book can be used as a reference or critical reading for scholars and researchers in the field of inclusive education. It will empower practitioners, administrators, teachers and school leaders, curriculum developers and planners, as well as policy makers with knowledge about theory and practice regarding inclusive education in the Southern African schooling system |
| Bibliography |
Includes bibliographical references |
| Notes |
6.13 Creating an Inclusive Culture in an Adult Centre |
|
Description based on online resource; title from digital title page (viewed on November 07, 2023) |
| Subject |
Inclusive education -- South Africa
|
|
Inclusive education
|
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South Africa
|
| Form |
Electronic book
|
| Author |
Hlalele, Dipane, editor.
|
|
Makoelle, Tsediso Michael, editor.
|
| ISBN |
3031437527 |
|
9783031437526 |
|
